Post-test SUSSI scores of pre-service science teachers taught through project-based HNOS training are significantly higher than those of the control group taught by conventional method¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After a 14-week treatment, the experimental group's overall SUSSI post-test mean was significantly higher than the control group's, with significant differences on all SUSSI aspects in favor of the experimental group. → Ayşe Sert Çıbık 2016
Evidence¶
Ayşe Sert Çıbık 2016¶
Ayşe Sert Çıbık. (2016). The Effect of Project-Based History and Nature of Science Practices on the Change of Nature of Scientific Knowledge. International Journal of Environmental & Science Education, 11(4), 453-472. https://eric.ed.gov/?id=EJ1094587
q2 · i? · causal · r2
Independent samples t-test on SUSSI scores in a non-equivalent control group quasi-experiment (experimental N:41, control N:46). The article reports a significant post-test difference in favor of the experimental group, mean 103.10; no effect size is printed.
"The mean scores related to the overall questionnaire indicate that the mean score of the experimental group is higher than those of control group. That is to say, this significant difference is in favor of the experimental group [𝑋̅ (experimental)=103.10]."
Discussion¶
Learner Variables¶
- Epistemic Beliefs — outcome: instruction changes it
Related Claims¶
- After PBHNOS training, experimental-group participants' open-ended SUSSI responses shifted mainly into Transitional and Informed Views, while control-group responses remained in Naïve and Transitional categories — related
- Most experimental-group pre-service teachers viewed the project-based HNOS course positively and recommended carrying it out through project activities — related
- Ninth-grade students taught Newton's Laws through project-based learning game techniques scored significantly higher on a concept achievement post-test than students taught by traditional methods — a broader claim this one bears on
- At pre-test the control group scored significantly higher than the experimental group on overall SUSSI and on the scientific theories and laws and social and cultural embeddedness aspects — related
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